ERIC Number: ED334563
Record Type: RIE
Publication Date: 1991-Aug
Reference Count: N/A
Factors Influencing the English Reading Test Performance of Spanish-Speaking Hispanic Children. Technical Report No. 539.
Garcia, Georgia Earnest
The role that reading achievement tests play in the education of limited-English-proficient children makes it important to understand the relationship between these children's reading test performance and their literacy development. A study employed both quantitative and qualitative methodologies to identify factors that influenced the English reading test performance of 51 Hispanic children as compared to that of 53 Anglo children enrolled in the same fifth- and sixth-grade classrooms. In the statistical analyses, the children's reading test performances were compared in terms of the effect of time constraints, the children's prior knowledge of the passage topics, and the influence of the children's prior knowledge on their reading passage and question-type performances. As part of the qualitative analysis, 18 children participated in retrospective, open-ended interviews that focused on how they determined their vocabulary and reading test answers. The combined findings suggested that the Hispanic students' reading test scores seriously underestimated their reading comprehension potential. Their test performance was adversely affected by the range of test topics, the use of paraphrased vocabulary in the test questions and answer choices, their performance on the scriptally implicit questions, and their tendency to utilize a literal interpretation of the text to determine their test answers. The Hispanic children's interview responses about how they determined their answers and their responses to open-ended questions asked orally tended to elicit more information about their test passage comprehension than did their test performance. (Four tables are included; 62 references are attached.) (Author/PRA)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.